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1、Non-native English Speaking Teachers Self-perceptions:Case Studies of ESL and EFL TeachersShiho AsatoAPLING 572: Communication in L2 ClassroomProfessor K. E. JohnsonMay 7, 20081IntroductionThis research applies the Reves & Medgyes (1994) and the Samimy & Brutt-Griffler (1999) approach to survey the
2、self-perceptions of two (three) EFL/ESL non-native English speaker teachers.Reves & Medgyes (1994) conducted an international survey of 216 NS and NNS English teachers from 10 countries. In order to reveal the difficulties non-NESTs have in common and to suggest ways to improve their public image an
3、d their self-perception, they confirmed the following three hypotheses:1) NS and NNS English teachers are differ in terms of their teaching behaviors2) These differences in teaching practice are mainly due to their differing levels of language proficiency3) Their knowledge of these differences affec
4、ts the NNS teachers self-perception and teaching attitudes. They found that non-NESTs acknowledge their distinguished important role as a non-NEST in the English education; though, they have a poorer self-image due to their awareness of English-language deficiency. They suggest that frequent exposur
5、e to authentic native language environments and proficiency-oriented in-service training activities may improve their difficulties in the targeted language, and it will lead to building up their self-confidence.Samimy & Brutt-Griffler (1999) applied the approach of Reves & Medgyes (1994) to the surv
6、ey of the self-perceptions of NNS graduate students majoring in TESOL. The participants perceived a difference between NESTs and non-NESTs in their teaching behavior, which was consistent with the results of the former study; however, they considered that whether she/he is a native or non-native is
7、not a matter for successful teaching English, and other sociocultural factors can be decisive factors, instead.The former study is significant in surveying the difficulties commonly shared with non-NESTs from various backgrounds. The latter study is also significant by exemplifying that the contextu
8、al factor (ESL or EFL) would affect non-NESTs self-confidence. However, these studies did not reflect on Asian participants perspectives. On the basis of these studies approaches, the current case study aims to explore how Japanese and Korean EFL/ESL teachers perceive themselves as language professi
9、onals. The current study surveys two participants with different teaching settings. It intends to compare their self-perspectives as language professionals and the differences of their teaching settings and personal histories. This small scale and ethnographical study is limited in light of generali
10、zability. However, these two sets of case studies have a potential to yield a rich description which is difficult to be achieved by larger scale quantitative studies. The StudyResearch QuestionThe purpose of this study is to see how non-native English speaking teachers position themselves as a langu
11、age professional. Here is the research question:How do the participants perceive themselves as language professionals in terms of their linguistic competence, communicative competence, teaching methodologies and so forth vis-vis native English speaking professionals?ParticipantsParticipant 1: M (Jap
12、anese, female)The first participant, M is an EFL teacher of public high school in Japan. Her first language is Japanese. Having taken four-year teacher training at undergraduate level in Japan, she is now a novice teacher with one-year professional teaching experience. Her average teaching road is 1
13、9 hours a week, and she usually teaches at over-40-size class.Participant 2: H (Korean, female)The second participant is H. She is a Korean PhD student majoring in Applied Linguistics in PSU. As her job of teaching assistantship, she has been teaching English for 7 months at ESL course for internati
14、onal college students. Her average teaching road is five hours a week, and she usually has 15 to 20 students in a class. She took four-year teacher training at undergraduate level in Korea. Before coming to the US, she had taught English at a high school in Korea for one and a half years. Therefore
15、she has experienced both ESL and EFL teaching settings. Data CollectionAll data were collected by questionnaires and written interviews. While one of the participants, H is in the US, which allows the researcher to take a face to face interview, the other participant M is in Japan, which is not avai
16、lable for the researcher to take an interview. In order to offer fair survey settings with both participants, data were collected in writings and exchanged via emails.QuestionnaireThe questionnaire intended to briefly survey participants educational and instructional background, their beliefs in teaching English and their perspectives towards native English speaki
